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Highbridge Excursions Unit Additional Activities 1.

Listen to a French folk song; identify how it is different from the British style folk song found in Song of the Lake. o ELO Understanding Music in Context o GLO M-U2 (Students experience and develop awareness of a variety of music genres, styles, and traditions) SLOs Identify and characterize a variety of music genres and styles, & Demonstrate awareness of general characteristics of music within groups (e.g., cultural, social, historical contexts) o GLO M-V1 (Students demonstrate interest, curiosity, and engagement while making and experiencing music in a variety of contexts) SLOs Engage consistently and constructively in music learning experiences, & Generate relevant questions and contribute thoughtfully to discussions in music learning experiences This activity would likely take place in class, and as such I would assess the students by having a class discussion about the similarities and differences. If it was a very quiet class, I might split them into small groups to discuss the topic instead and orbit around the room, giving the students that do not like speaking in front of large amounts of people a chance to have their say. 2. Research & listen to dances from medieval to current; how do they all fit into Festive Dance? o ELO Understanding Music in Context o GLO M-U1 (Students experience and develop awareness of music from various times, places, social groups, and cultures) SLOs Identify, describe, and compare music experienced from different times, places, social groups, and cultures (include: music from past and present), & Demonstrate awareness of the contributions of a variety of composers and musicians from own community, Manitoba, Canada, and various global contexts o GLO M-V4 (Students assess their learning in performing, creating, and experiencing music) SLOs Collaborate in establishing appropriate criteria for assessing and guiding own learning in music (process and product), & Assess own music-making process and product using appropriate assessment criteria and tools

For this activity, I would have students work in small groups, have some research periods, etc. Each group would be assigned a time period, which they would find examples of music for, and present information on to the class. To assess this activity, the class and I would develop a 2- part rubric. One part of the rubric would assess the information presented (indepth, relevant, good musical selections, etc.). The second part would focus on the presentation (clarity, layout, use of media, teamwork). Each student would fill out a presentation rubric for their own performance, which would count towards a portion of their mark. 3. Book the gym, invite the gym teacher, and have a Dance Through the Ages Day, using the musical selections from the group projects in activity #3. o ELO Understanding Music in Context o GLO M-U2 (Students experience and develop awareness of a variety of music genres, styles, and traditions) SLO Describe and compare qualities of different art forms (e.g., dance, drama, literary arts, music, visual arts) within similar social, cultural, or historical groups o M-U3 (Students demonstrate understanding of the roles, purposes, and meanings of music in the lives of individuals and in communities.) SLO Demonstrate understanding of the multiple roles and purposes of music in society (e.g., for enjoyment, persuasion, social commentary, mood creation, spiritual experience, dancing), & Demonstrate awareness of the intended meanings and/or purposes of music encountered in own performance and listening experiences For the assessment of this outing, I would give a participation mark. If they were dancing, involved in discussions, and making artistic choices in their dancing related to the music, they would get the mark.

4. Compose (in a group of 3) a variation on the theme in Song of the Lake, with melody, harmony, and bass line. o ELO Creative Expression in Music o GLO M-C2 (Students develop in music, creatively integrating music elements, techniques, and compositional tools) SLOs Use a variety of compositional tools in own music compositions, Demonstrate a value of risk-taking as a

component of the creative process, & Collaborate with others to develop and extend musical ideas For the assessment of this activity as a long-term project, I would use a rubric. If this was going to be a shorter assignment (potentially inclass working in small groups), I could use a checklist instead, as they would not have had as much time to make more in-depth musical decisions. 5. Perform 3-part composition. o ELO Music Language and Performing Skills, and Valuing Musical Experience o GLO M-L1 (Students develop skills for making music individually and as part of an ensemble) SLO Sing and/or play in tune, with increasing control and accuracy, a sense of phrasing, and musical expression, while maintaining own part within an ensemble o GLO M-L2 (Students develop skills for making music through aural, written, and visual music systems) SLO Use standard and invented rhythmic and melodic notation and expressive symbols and terms to record own and others musical ideas o GLO M-C3 (Students interpret, perform, and share their own and others music) SLO Sing or play responsively, demonstrating an awareness of the musical intent of the ensemble & Rehearse, revise, refine, and share own and others music o GLO M-V2 (Students analyze their own and others musical excerpts, works, and performances) SLO Analyze and demonstrate an integrated understanding of own and others musical excerpts and/or works in terms of relevant concepts (e.g., How do the different elements- tempo, dynamics, pitch, timbre, form, style, rhythmic elements, and/or texture- contribute to the meaning of the music? How do they contribute to musical decision making?), & Demonstrate understanding that detailed observation, listening, and reflection inform musical thinking, appreciation, performance, and creation For the assessment of this activity, I would use a rubric including sections for musical expression, ensemble playing (i.e. harmony should not overpower the melody), tone, and originality. The class would fill out similar rubrics on their classmates performance, counting towards a portion of the groups grade.

Celebration of Knowledge Date: Name: 1. What is the title of the piece?

2. Who is the composer?

3. How many musical styles are there in the piece?

4. What are the styles?

5. What is one new stylistic articulation you came across in the piece?

6. What does it mean?

7. What is one new rhythm you came across in the piece? (please write it out)


When you play the melody in Song of the Lake, who else is playing the melody with you?

9. Who plays the melody with you in Festive Dance?

10. Is Festive Dance slow or fast?

11. What time signature is Song of the Lake in? Festive Dance?

12. How many keys are in the piece?

13. What is your favourite part of this song (dynamics, themes, instrumentation, expression, etc.)?